Oswood et al.
Probleem van vele kinderen en adolescenten in social service en justice systems: de hulp
houdt vaak abrupt op als ze ‘volwassen’ zijn, terwijl de behoefte aan deze hulp nog even
groot is. Een uitzondering is het speciaal onderwijs systeem, dat met hen meegroeit.
There are problems in four areas:
Eligibility criteria that exclude youth from services that might benefit them
Inadequate funding for transition services
A lack of coordination across service systems
Inadequate training about young-adult developmental issues for service professionals
There are four policy options:
Strengthening all programs for youth in transition
Improving the existing systems of care for children and adolescents
Addressing the loss of access to services at the age of majority
Coordinating today’s multiple systems into a single coherent system
The period after high school and well into the twenties has become a time of semi-autonomy
during which youth typically remain dependent on their parents in many ways, not only
financially, but also for help ranging from a place to live to extended child care. If the
transition to adulthood is slow and arduous for a large share of the general population, how
much harder must it be for young people who have spent years in the mental health or
juvenile justice system or in foster care?
We have chosen here to describe these youth in terms of the public systems with which they
are involved. Although this approach has its limits, its strength is that it illuminates the
challenge of how policy reform can help vulnerable youth move successfully into adulthood.
We consider the transition to adulthood for seven populations, distinguished by their
involvement in specific government systems:
The mental health system
The foster care system
The juvenile justice system
The criminal justice system
Special education
The health care system (for youth with physical disabilities and chronic illness)
(though these youth really have no comprehensive system of care) runaway and
homeless youth
Deze diensten of systemen hebben allemaal andere doelen en dit kan de samenwerking nog
wel eens bemoeilijken. Als iemand uit deze kwetsbare groep 18 of 21 is, eindigt de hulp vaak
abrupt en hebben ze niemand om op terug te vallen, zoals hun leeftijdsgenoten wel hebben.
Ze hebben vaak financiële problemen, terwijl ze zelf hun huis en soms medische
hulp(middelen) moeten betalen. Soms hebben ze cognitieve of motorische beperkingen,
leerproblemen of zijn ze bang om niet aan verwachtingen te voldoen. Vaak komen ze uit een
slecht milieu, met weinig, geen of slecht contact met de ouders.
In the special education system, by contrast, services extend into early adulthood and are
tailored to individuals’ needs. The federal Individuals with Disabilities Education Act (IDEA)
requires secondary schools to begin developing individualized transition plans when students
are fourteen. Each special education student must have a plan with long-term goals for
education, vocational training, and general life skills, and that plan must specify the services
needed to achieve these goals.
Daarentegen zijn er grote verschillen in het juvenile justice system en het adult criminal
justice system, een overgang die vaak rond iemand’s achttiende plaatsvindt.
Probleem van vele kinderen en adolescenten in social service en justice systems: de hulp
houdt vaak abrupt op als ze ‘volwassen’ zijn, terwijl de behoefte aan deze hulp nog even
groot is. Een uitzondering is het speciaal onderwijs systeem, dat met hen meegroeit.
There are problems in four areas:
Eligibility criteria that exclude youth from services that might benefit them
Inadequate funding for transition services
A lack of coordination across service systems
Inadequate training about young-adult developmental issues for service professionals
There are four policy options:
Strengthening all programs for youth in transition
Improving the existing systems of care for children and adolescents
Addressing the loss of access to services at the age of majority
Coordinating today’s multiple systems into a single coherent system
The period after high school and well into the twenties has become a time of semi-autonomy
during which youth typically remain dependent on their parents in many ways, not only
financially, but also for help ranging from a place to live to extended child care. If the
transition to adulthood is slow and arduous for a large share of the general population, how
much harder must it be for young people who have spent years in the mental health or
juvenile justice system or in foster care?
We have chosen here to describe these youth in terms of the public systems with which they
are involved. Although this approach has its limits, its strength is that it illuminates the
challenge of how policy reform can help vulnerable youth move successfully into adulthood.
We consider the transition to adulthood for seven populations, distinguished by their
involvement in specific government systems:
The mental health system
The foster care system
The juvenile justice system
The criminal justice system
Special education
The health care system (for youth with physical disabilities and chronic illness)
(though these youth really have no comprehensive system of care) runaway and
homeless youth
Deze diensten of systemen hebben allemaal andere doelen en dit kan de samenwerking nog
wel eens bemoeilijken. Als iemand uit deze kwetsbare groep 18 of 21 is, eindigt de hulp vaak
abrupt en hebben ze niemand om op terug te vallen, zoals hun leeftijdsgenoten wel hebben.
Ze hebben vaak financiële problemen, terwijl ze zelf hun huis en soms medische
hulp(middelen) moeten betalen. Soms hebben ze cognitieve of motorische beperkingen,
leerproblemen of zijn ze bang om niet aan verwachtingen te voldoen. Vaak komen ze uit een
slecht milieu, met weinig, geen of slecht contact met de ouders.
In the special education system, by contrast, services extend into early adulthood and are
tailored to individuals’ needs. The federal Individuals with Disabilities Education Act (IDEA)
requires secondary schools to begin developing individualized transition plans when students
are fourteen. Each special education student must have a plan with long-term goals for
education, vocational training, and general life skills, and that plan must specify the services
needed to achieve these goals.
Daarentegen zijn er grote verschillen in het juvenile justice system en het adult criminal
justice system, een overgang die vaak rond iemand’s achttiende plaatsvindt.
